Open Conference Systems, Language and Language Teaching Conference 2020

Font Size: 
Clara Ivana

Last modified: 2020-10-28


Learning strategies is defined as actions done deliberately to learn language more effectively. Many learners do not know what the best learning strategies work for them. Nowadays, more learners are required to take IELTS for many purposes especially education. In order to achieve the targeted band score, learners need to employ the most effective learning strategies so that it will not be a waste of time and money. This study is aimed to examine what learning strategies employed by IELTS test takers with at least 7.5 as overall band score and how metacognitive strategies are implemented by them. The research questions are answered by collecting data through distributing SLIL questionnaires to 15 subjects obtaining at least 7.5 as overall band score and conducting written semi-structured interviews with two participants who employed metacognitive strategies as the most frequent learning strategies used. The findings of this study are many of participants employed various learning strategies and the most common learning strategies used were social, metacognitive, and compensation strategies. In contrast, the least common learning strategies used were affective and memory strategies. Furthermore, metacognitive strategies employed by the selected participants were paying attention, organizing, setting goals and objectives, identifying the purpose of a language task, seeking practice opportunities, self-monitoring, and self-evaluating.


IELTS, learning strategies, metacognitive strategies


Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press

Flavell, J. H. (1979). Metacognition and Cognitive Monitoring. American Psychologist, Vol. 34, (10), 906-911

Griffifths, C. (2004). Language Learning Strategies: Theory and Research. School of Foundations Studies, (1), 1-25

Gani, S.A., Fajrina, D., and Hanifa, R. (2015). Students’ Learning Strategies for Developing Speaking Ability. Studies in English Language and Education, 2(1), 16-28

Guruz, K. (2008). Higher Education and International Student in the Global Knowledge Economy. Albany: State University of New York Press

Leaver, B.L., Ehrman M., and Shekhtman. (2005). Achieving Success in Second Language Acquisition. New York: Cambridge University Press

Michael, S.O. and Kretovics M.A. (2005). Financing Higher Education in a Global Market. New York: Algora Publishing

Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge

Oxford, R. L. (1989). Language learning strategies: What every teacher should know. New York: Newbury House.

Tavakoli, H. (2014). The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. The Reading Matrix, Vol.14, (2), 314-336

Wenden A. L. 1998. Metacognitive knowledge and language learning. Applied Linguistics, 19(4),515-537

Full Text: PDF (70-82)